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Journal articles on the topic 'Academic Degrees'
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TANAKA, Masato. "Academic Degrees for Engineers." Journal of the Society of Mechanical Engineers 108, no. 1036 (2005): 166–67. http://dx.doi.org/10.1299/jsmemag.108.1036_166.
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Pravin Gopal, Dipesh, and Pieter Mackeith. "Intercalated degrees and research projects: building academic foundations." Medwave 15, no. 06 (July 3, 2015): e6175-e6175. http://dx.doi.org/10.5867/medwave.2015.06.6175.
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Morrison, Jill. "Academic medicine and intercalated degrees." Medical Education 38, no. 11 (October 15, 2004): 1128–29. http://dx.doi.org/10.1111/j.1365-2929.2004.01982.x.
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Bishop, M., and D. Frincke. "Academic degrees and professional certification." IEEE Security and Privacy Magazine 2, no. 6 (November 2004): 56–58. http://dx.doi.org/10.1109/msp.2004.91.
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Sidebotham, Mary. "Clinical expertise or academic degrees?" British Journal of Midwifery 1, no. 6 (November 2, 1993): 250–51. http://dx.doi.org/10.12968/bjom.1993.1.6.250.
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Chen, Aaron Z., Kaylre M. Greaves, Thomas A. Fortney, Christopher S. Ahmad, William N. Levine, David P. Trofa, and T. Sean Lynch. "The Role of Advanced Academic Degrees in Orthopaedic Sports Medicine Faculty." Orthopaedic Journal of Sports Medicine 10, no. 2 (February 1, 2022): 232596712110737. http://dx.doi.org/10.1177/23259671211073713.
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Background: Limited knowledge exists on the role of advanced academic degrees within faculty positions in orthopaedic sports medicine. Purpose: To 1) provide an assessment of the baseline demographics of advanced degrees among orthopaedic sports medicine faculty and 2) examine the impact of advanced degrees on research productivity and career attainment of orthopaedic sports medicine faculty. Study Design: Cross-sectional study; Level of evidence, 4. Methods: Orthopaedic sports medicine academics were identified using faculty listings on websites of the 200 orthopaedic surgery residency programs during the 2020-2021 academic year. Advanced degrees were defined as those additional to the primary medical degree (Doctor of Medicine [MD] or Doctor of Osteopathic Medicine [DO]). Outcome measures included timing of advanced degree obtainment, residency program rankings, research productivity, and current academic rank and leadership roles. Statistical analysis was performed using chi-square and Mann-Whitney U tests to determine the association of advanced degrees on outcome measures. Results: In total, 911 orthopaedic sports medicine faculty members were identified, of whom 100 had an advanced degree. The most common advanced degrees were Master of Science (MS/MSc; 38%), Doctor of Philosophy (PhD; 23%), and Master of Business Administration (MBA; 13%). The presence of an advanced degree was associated with greater research productivity, including higher h-index and number of publications, as well as more editorial board positions on orthopaedics journals ( P < .001). Advanced degrees were not significantly associated with attending a higher ranked orthopaedic surgery residency program, current academic rank, or leadership roles. At the institutional level, orthopaedic sports medicine programs that employed faculty with an advanced degree had a higher residency program ranking and the presence of a sports medicine fellowship was more likely ( P < .05). Conclusion: Advanced degrees in orthopaedic sports medicine were associated with greater faculty research engagement and employment at a higher ranked institution; they were not associated with matching to a highly ranked orthopaedic surgery residency program, higher faculty rank, or academic leadership roles.
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Vargas, Nikoletta, and Georgios E. Romanos. "Dental Academic Degrees in Germany Compared to the USA." Dentistry Journal 10, no. 6 (June 2, 2022): 98. http://dx.doi.org/10.3390/dj10060098.
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There are different avenues for obtaining postgraduate doctoral/Ph.D. degrees in Germany and abroad. Depending on their interests and career plans, candidates can choose a postgraduate doctorate/Ph.D. that focuses on a career in academia or a doctorate that does not involve all elements of a Ph.D. and is obtained for the title’s sake. Germany offers this type of diversity and flexibility, whereas the USA postgraduate doctorate model presents a more structured doctorate. The current article provides insight regarding various and more flexible pathways for obtaining a postgraduate doctorate by comparing the German and the American model. The diversity of academic degrees in dentistry and medicine, such as postgraduate doctoral degrees and the higher postdoctoral degrees available in Germany for graduates interested in academia, makes educational evaluation processes and credentials recognition challenging. The lack of transparency and a systematic approach for the academic acknowledgment of the different scientific values of each doctorate type is creating confusion, primarily when German postgraduate doctorate holders pursue academic careers internationally. The current article aims to enhance the knowledge about the different academic degrees and facilitate the educational evaluations, specialty applications, and employment processes. Understanding the additional scientific value of each doctorate type offered in Germany is imperative for their credential recognition internationally.
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Goldenberg, Saul, and Jacques Matone. "Academic degrees: standardization in English language." Acta Cirurgica Brasileira 21, no. 2 (April 2006): 60. http://dx.doi.org/10.1590/s0102-86502006000200001.
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Hall, Jason. "Advanced Degrees in Academic Colorectal Surgery." Clinics in Colon and Rectal Surgery 26, no. 04 (November 20, 2013): 250–53. http://dx.doi.org/10.1055/s-0033-1356726.
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Choi, Bryan D., Michael R. DeLong, David M. DeLong, Allan H. Friedman, and John H. Sampson. "Impact of PhD training on scholarship in a neurosurgical career." Journal of Neurosurgery 120, no. 3 (March 2014): 730–35. http://dx.doi.org/10.3171/2013.11.jns122370.
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Object The purpose of this study was to report the prevalence of neurosurgeons with both medical degrees (MDs) and doctorates (PhDs) at top-ranked US academic institutions and to assess whether the additional doctorate education is associated with substantive career involvement in academia as well as greater success in procuring National Institutes of Health (NIH) research funding compared with an MD-only degree. Methods The authors reviewed the training of neurosurgeons across the top 10 neurosurgery departments chosen according to academic impact (h index) to examine whether MD-PhD training correlated significantly with career outcomes in academia. Results Six hundred thirteen neurosurgery graduates and residents between the years 1990 and 2012 were identified for inclusion in this analysis. Both MD and PhD degrees were held by 121 neurosurgeons (19.7%), and an MD alone was held by 492. Over the past 2 decades, MD-PhD trainees represented a gradually increasing percentage of neurosurgeons, from 10.2% to 25.7% (p < 0.01). Of the neurosurgeons with MD-PhD training, a greater proportion had appointments in academic medicine compared with their MD-only peers (73.7% vs 52.3%, p < 0.001). Academic neurosurgeons with both degrees were also more likely to have received NIH funding (51.9% vs 31.8%, p < 0.05) than their single-degree counterparts in academia. In a national analysis of all active NIH R01 grants awarded in neurosurgery, MD-PhD investigators held a disproportionate number, more than 4-fold greater than their representation in the field. Conclusions Dual MD-PhD training is a significant factor that may predict active participation in and funding for research careers among neurological surgeons at top-ranked academic institutions. These findings and their implications are of increasing relevance as the population of neurosurgeons with dual-degree training continues to rise.
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Mayer, Jennifer, and Lori J. Terrill. "Academic Librarians’ Attitudes about Advanced-Subject Degrees." College & Research Libraries 66, no. 1 (January 1, 2005): 59–73. http://dx.doi.org/10.5860/crl.66.1.59.
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Academic librarians have various opinions on the importance of advanced-subject degrees in addition to a master’s in library science (MLS). The authors conducted an online survey to collect opinions from academic librarians on this topic. Arguments in favor of having advanced-subject degrees include development of research skills, credibility, and overall improved job performance. Arguments against it include the fact that the MLS is—and should continue to be—our terminal degree, inadequate salaries, and the validity of developing subject expertise via other means. The need for advanced-subject degrees may vary by many factors, including individual career goals and local institutional culture.
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Guerin, Cally. "Stories of moving on HASS PhD graduates’ motivations and career trajectories inside and beyond academia." Arts and Humanities in Higher Education 19, no. 3 (March 11, 2019): 304–24. http://dx.doi.org/10.1177/1474022219834448.
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It is widely accepted that the academic job market is very limited and unlikely to expand any time soon, yet enrolments in PhDs continue to rise. If the PhD is no longer preparation for academia, where do these graduates go on completing their degrees? This study of Australian PhD graduates in Humanities, Arts and Social Sciences (HASS) explores motivations to undertake a research degree, their experiences of academia, and their current employment. These personalised narratives reveal the impact and value of doctoral education on the employment trajectories of HASS PhD graduates in non-academic careers. These stories uncover both the ‘cruel optimism’ and positive employment outcomes experienced by HASS doctorate holders. It is argued that commencing PhD candidates should be encouraged from the outset to seriously consider their doctorate as preparation for careers beyond academia; rather than being ‘failed academics,’ these graduates succeed as high-level knowledge workers.
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Douglas, Harry, and Mel Byrne. "Improvement by degrees." Journal of Practice Teaching and Learning 6, no. 3 (December 20, 2012): 45–61. http://dx.doi.org/10.1921/jpts.v6i3.336.
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Social work academic institutions and social work agencies in Northern Ireland, in common with counterparts in England, Wales and Scotland, have been working hard to meet the challenges of developing and delivering the academic and practice learning components of the new Degree in Social work. This article highlights a number of developments which have occurred in Northern Ireland. Using findings from recent local research and the authors’ own knowledge and insights, some of the broader implications of these developments are discussed and their capacity for learning and transferability is identified.
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Calafell, Mercè Navarro, Caterina Calderon, and Josep Gustems. "Engagement and Factors Associated with Academic Performance in Spanish Students Undertaking Teacher Training Degrees." International Journal of Instruction 17, no. 1 (January 1, 2024): 513–32. http://dx.doi.org/10.29333/iji.2024.17127a.
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This goal of this research was to find out the extent and type of engagement, motivation, stress, coping strategies and academic performance in students undertaking teacher training degrees (early childhood education, primary education and double degrees) with a view to establishing relationships between these variables and designing proposals to improve and complement tutorial plans for these programmes. This was a cross-cutting, prospective, exploratory study that combined descriptive and correlational methodologies by means of questionnaires. The sample consisted of 610 students undertaking the early childhood education degree, primary education degree or double degree at the UB. The results indicate a moderate degree of academic engagement. Among the variables involved, the highest scores were obtained for academic engagement, achievement goals and, as a hindering variable, psychological distress. Academic performance (average grade) and the subscales of vigour, dedication and absorption (as facilitating variables) were identified as being involved in the development and maintenance of academic engagement. It is hoped that this research will serve to disseminate data relevant to tutorial action plans for teacher training degrees among the scientific community and, consequently, to improve the academic engagement of these students. Keywords: academic engagement, academic achievement, teacher training, tutorial action plan, academic motivation, coping strategies
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Hack-Polay, Dieu, and Magdalena Read. "Accelerated two-year degrees in the UK: potential impact on student mental health." Journal of Public Mental Health 19, no. 1 (October 1, 2019): 27–34. http://dx.doi.org/10.1108/jpmh-05-2019-0057.
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Purpose The purpose of this paper is to examine the ramifications of accelerated two-year degrees for student mental health. Since it was legislated in early 2019 in the UK, there has been limited debate in academia and among policymakers about the potential viability and risks of the compressed degree programmes. Design/methodology/approach The paper is based on an analysis of various academic and practitioner viewpoints as well as theoretical perspectives. Findings The paper found a mixed reception of the compressed degree programme among the academic and practitioner communities. In addition to apprehensions about the quality of education, there are concerns raised about the impact of the pressure deriving from the workload of the accelerated degree. The authors’ assessment considers a potential increase in stress and other more acute state of mental health degradation among students, especially international students, as well as students with families. Originality/value This policy analysis paper makes a significant contribution to the debate on the issue of two-year degrees that has not attracted academic scrutiny commensurate with its importance. The authors conclude that two-year degrees will have far-reaching ramifications, locally and internationally as the UK continues to push for its widening participation agenda as well as maintain its position as one of the top three destinations for international students. The authors suggest that wider discussions with stakeholder and some impact studies are needed before the accelerated degrees are further popularised in universities.
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Morrison, G. H. "Trace analysis by degrees - An academic perspective." Journal of Research of the National Bureau of Standards 93, no. 3 (May 1988): 187. http://dx.doi.org/10.6028/jres.093.014.
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Zaretskiy, Yury. "Fake Academic Degrees in the 18th Century?" Voprosy Obrazovaniya/ Educational Studies. Moscow, no. 1 (2016): 245–73. http://dx.doi.org/10.17323/1814-9545-2016-1-245-273.
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Glumińska-Pawlic, Jadwiga, and Lidia Zacharko. "Unlawful use of title and academic degrees." Gubernaculum et Administratio 27, no. 1 (2023): 227–38. http://dx.doi.org/10.16926/gea.2023.01.13.
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The aim of the article is to present the issue of unlawful use of a title or academic degree or a position that a person does not hold. Such an attitude – especially if it is presented by an academic teacher – should be subject to disciplinary liability for a disciplinary offence constituting an act that violates the dignity of this profession. All the more so because unlawful appropriation of a title that you do not have is a misdemeanor and punishable. Thus, it is difficult to agree with the widespread acceptance of such behavior and the permanent violation of public order and tranquility, guarded by Article 61 § 1 of the Code of Offenses, which is unfortunately not used in practice.
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Wojtczak, Krystyna. "Habilitacje w Polsce Ludowej. Część 2. Warunki i przebieg habilitacji w prawie o stopniach i tytułach naukowych." Studia Prawa Publicznego, no. 2(18) (December 4, 2019): 43–81. http://dx.doi.org/10.14746/spp.2017.2.18.2.
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Habilitation proceedings ending with a conferral of an academic degree were first introduced in the Polish People’s Republic by virtue of the Act on higher education of 1958. The academic title of docent, which the Act also provided for, was later endorsed by the Act of 1965 on academic titles and academic degrees. Another academic degree of ‘habilitated doctor’ (doktor habilitowany) functioned from 1968 and continued through subsequent legislative acts in force until 1990 as well as through the years after later reforms. The changes in higher education implemented in 1965–1990 were not fi nal and continued to be modifi ed in the following areas: (1) the branches and science and disciplines in which the academic degrees of docent or doktor habilitowany could be conferred; (2) the requirements which institutions (establishments of higher education, research units of the Polish Academy of Sciences and other research entities) had to fulfi l before earning the rights to confer the academic degrees referred to above; (3) establishment of the lists of institutions entitled to confer these academic degrees. The solutions then adopted were by no means triggered by the intention to replace the academic degree of docent with a degree of doktor habilitowany. On the contrary, the majority of changes, of which those happening after 1985 were even more politically biased, did not refl ect any legal need but aimed at restricting the autonomy of schools of higher education in the scope of conferring academic degrees. This tendency extended to the conditions of commencing habilitation proceedings and the very course of the proceedings. As of 1985 one of the requirements of the key factors qualifying successful candidates was an ‘impeccable civic attitude.’ After 1985, most of the activities which had been till then conducted by committees appointed Faculty councils, were to be taken up by the relevant councils, although the latter were allowed to appoint from time to time committees to perform some of the activities related to habilitation proceedings. The Act of 1965 abandoned the requirement of the candidate’s habilitation lecture, re-established in 1985.
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Efendi, Virga Dwi, and Herkin Yossyafaat. "Upaya Hukum Tata Usaha Negara Terhadap Polemik Penganugerahan Gelar Kehormatan Akademis." Media Iuris 7, no. 2 (June 27, 2024): 371–400. http://dx.doi.org/10.20473/mi.v7i2.51276.
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The awarding of honorary academic degrees in the form of a chancellor’s decision always gives rise to positive and negative assessments from academics and the public. The aim of this research is to analyze the chancellor’s decision regarding the awarding of honorary academic degrees regarding the qualifications for the State Administrative Decree (KTUN) which is the absolute competence of the State Administrative Court (PTUN) as well as legal remedies for the polemic that arises as a result of the issuance of this decision. Next we will explain the efforts law regarding disputes that arise as a result of the rector’s decision. This research uses a type of juridical-normative legal research with a historical, conceptual and normative approach. The results of this research show that the rector’s decision regarding the awarding of academic honorary degrees, both honoris causa doctoral degrees and professorial degrees. Honor is a State Administrative Decision (KTUN) and is included in the absolute authority of the PTUN so that if a dispute arises, the resolution can be reached through the PTUN. The conditions for granting honorary academic degrees are the result of accumulated historical thought and experience in the legal dynamics that govern it. The legal remedies for the emergence of TUN disputes related to the chancellor’s decision regarding academic honorary degrees are the same as resolving KTUN disputes in general, namely through administrative efforts or litigation efforts through the PTUN.
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Burger, R., WS Bolton, and RK Mathew. "Challenges and opportunities in academic neurosurgery." British Journal of Hospital Medicine 82, no. 10 (October 2, 2021): 1–7. http://dx.doi.org/10.12968/hmed.2021.0297.
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Clinical academia aims to bridge the gap between clinicians and scientists, by combining academic activity with clinical practice. The term ‘clinical academics’ generally refers to clinicians who have protected time within their job plans for undertaking academic activities. Engagement with academic activity by trainees is not only essential to fulfil necessary curriculum competencies, but also allows them to explore areas of interest outside of clinical practice and develop advanced academic skills. This article provides an overview of different routes into academic neurosurgery, and discusses the advantages and difficulties in pursuing this career path. It also covers the differences between postgraduate research degrees and explores the different job plan models available at consultant level. Academic neurosurgery is a rewarding career and opportunities should be made available to those who wish to explore it further. Developing academic careers may have a positive impact on wider workforce planning strategies and improve the delivery of high-quality evidence-based neurosurgical care.
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Stankovic, Nikola, Jerry P. Nolan, and Lars W. Andersen. "Reporting of academic degrees in high-impact medical journals." F1000Research 8 (November 5, 2019): 1852. http://dx.doi.org/10.12688/f1000research.21096.1.
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Academic degrees following author names are often included in medical research papers. However, it remains unclear how many journals choose to include academic degrees and whether this is more common in certain types of journals. We examined the 100 highest impact medical journals and found that only 24 medical journals reported academic degrees. Moreover, this was substantially more common in journals based in North America compared with Europe. Further research is required to explore the implications of listing academic degrees on the readers’ attitude towards research quality.
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Stankovic, Nikola, Jerry P. Nolan, and Lars W. Andersen. "Reporting of academic degrees in high-impact medical journals." F1000Research 8 (December 12, 2019): 1852. http://dx.doi.org/10.12688/f1000research.21096.2.
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Academic degrees following author names are often included in medical research papers. However, it remains unclear how many journals choose to include academic degrees and whether this is more common in certain types of journals. We examined the 100 highest impact medical journals and found that only 24 medical journals reported academic degrees. Moreover, this was substantially more common in journals based in North America compared with Europe. Further research is required to explore the implications of listing academic degrees on the readers’ attitude towards research quality.
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Stankovic, Nikola, Jerry P. Nolan, and Lars W. Andersen. "Reporting of academic degrees in high-impact medical journals." F1000Research 8 (February 20, 2020): 1852. http://dx.doi.org/10.12688/f1000research.21096.3.
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Academic degrees following author names are often included in medical research papers. However, it remains unclear how many journals choose to include academic degrees and whether this is more common in certain types of journals. We examined the 100 highest impact medical journals and found that only 24 medical journals reported academic degrees. Moreover, this was substantially more common in journals based in North America compared with Europe. Further research is required to explore the implications of listing academic degrees on the readers’ attitude towards research quality.
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Schaffer, Burton F., Hamid Ahmadi, and D. Ordell Calkins. "Academic Qualifications of Women with Degrees in Business." Journal of Education for Business 61, no. 7 (April 1986): 321–24. http://dx.doi.org/10.1080/08832323.1986.10772738.
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von Schulthess, Gustav K. "Academic Degrees in the United States and Abroad." Radiology 217, no. 1 (October 2000): 301. http://dx.doi.org/10.1148/radiology.217.1.r00oc43301.
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Pakhomov, Sergey I., Igor M. Matskevich, Valery A. Gurtov, Natalia V. Melekh, and Ekaterina I. Zaugolnikova. "Efficiency of Organizations Entitled to Award Academic Degrees." Integration of Education 24, no. 1 (March 31, 2020): 111–43. http://dx.doi.org/10.15507/1991-9468.098.024.202001.111-143.
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Introduction. As part of the Bologna process since September 1, 2016, the Russian government has granted the right to award academic degrees to leading educational and scientific organizations on par with Dissertation Defense Councils under Higher Attestation Commission, modeled after the system adopted at OECD member-states and universities. Currently, 27 educational and scientific organizations are exercising this right. However, the problematic issue is the assessment of their efficiency. The purpose of this research is to analyze the efficiency of Dissertation Councils of the above-mentioned scientific and educational organizations by comparing them in terms of efficiency with classical Dissertation Defense Councils established by the decree of the Ministry of Education and Scie nce of Russia. Materials and Methods. The research objects are Dissertation Councils of scientific and educational organizations of higher education (hereinafter referred to as pilot organizations) that have the right of independent award of academic degrees according to the Federal Law No. 148 issued on May 23, 2016 “On Amendments to Article 4 of the Federal Law ‘On research and state scientific and technological policy’”. Dissertation Councils efficiency analysis is made using following indicators: Dissertation Councils members’ compliance with the Higher Attestation Commission requirements, structure of candidate and doctoral defenses, Dissertation Councils members’ publications and publication activity of degree seekers. Statistical data analysis methods were applied including mean comparison me thods, clustering, factor analysis. Results. There are 337 pilot Dissertation Defense Councils and 374 classical Dissertation Defense Councils. In 2016, 24% of defenses were reviewed by pilot councils of the total number of defenses in classical Dissertation Councils of the entire network. In 2018 70 doctoral and 591 candidate defenses in “pilot” councils were held, amounting to 7% of the total number of defe nses in classical Dissertation Councils. Discussion and Conclusion. The article will be useful to the heads of federal authorities making management decisions in the field of training and certification of highly qualified scientific personnel, to the chairmen and scientific secretaries of dissertation councils, as well as to scientific and pedagogical workers carrying out analytical studies in this subject area.
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Igarashi, Hiroshi, Syuhei Hoshino, and Tamotsu Sasaki. "Investigation of Academic Degrees Sought by Radiological Technologists." Japanese Journal of Radiological Technology 62, no. 10 (2006): 1463–68. http://dx.doi.org/10.6009/jjrt.62.1463.
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Burtis, Amber T., Melissa A. Hubbard, and Megan C. Lotts. "Foreign LIS degrees in contemporary US academic libraries." New Library World 111, no. 9/10 (October 5, 2010): 399–412. http://dx.doi.org/10.1108/03074801011089323.
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Keough, Michael B., Christopher Newell, Alan R. Rheaume, and Tejas Sankar. "Association between Graduate Degrees and Publication Productivity in Academic Neurosurgery." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 47, no. 5 (May 28, 2020): 666–74. http://dx.doi.org/10.1017/cjn.2020.103.
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ABSTRACT:Object:Many neurosurgeons pursue graduate degrees as part of their training. In some jurisdictions, graduate degrees are considered a necessary condition of employment in academic neurosurgery. However, the relationship between possession of a graduate degree and eventual research productivity is not well established. We used bibliometric methods to analyze publications from academic Canadian neurosurgeons, with an emphasis on level of graduate training.Methods:All neurosurgeons holding academic appointments at Canadian institutions from 2012–2016 were included. Over that time frame, Scopus was used to quantify the number of papers, number of citations, 5-year h-index and 5-year r-index, CiteScore, authorship position, and paper type (clinical or basic science). Publication output was compared between neurosurgeons grouped as MD-only, MD-Masters, or MD-PhD.Results:In total, 2557 abstracts from 131 Canadian neurosurgeons were analyzed. We found that MD-Masters neurosurgeons published significantly more total papers, clinical papers, and first/last author papers than MD-only neurosurgeons. MD-PhD neurosurgeons had the same findings, in addition to more basic science papers, in journals with a higher CiteScore, 5-year h-index, and 5-year r-index than both other groups. These results were preserved even with significant outliers removed. There was no difference if graduate degrees were obtained before or after starting residency. There was no correlation with career length and number of recent papers published.Conclusion:The attainment of a graduate degree has an important association with future publication productivity for academic neurosurgeons. These data should be useful for hiring committees considering the value of graduate degrees from applicants for positions in academic neurosurgery.
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Brown, Chris, Tarig Abdelrahman, Charlotte Thomas, John Pollitt, and Wyn G. Lewis. "Surgical academic reach: the higher degree effect quantified." Postgraduate Medical Journal 94, no. 1109 (November 29, 2017): 151–54. http://dx.doi.org/10.1136/postgradmedj-2017-135350.
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IntroductionProof of professional specific academic attainment is embedded within the Joint Committee on Surgical Training 2013 general surgery curriculum, mandating that all higher general surgical trainees (HST) obtain three peer-reviewed publications to qualify for Certification of Completion of Training. Yet, Modernising Medical Careers (MMC) has been associated with a trend away from the gold standard postgraduate credentials of higher degrees by research. This study aimed to evaluate the academic achievements of a post-MMC UK Deanery HST cohort to determine what additional benefits higher degree study might confer.MethodThe Scopus bibliographic database (Elsevier, RELX Group) was used to characterise the academic profiles of 101 consecutive HSTs and supplemented with Intercollegiate Surgical Programme Curriculum data. Primary outcome measures were numbers of publications, citations and Hirsch indices (HI).ResultsThirty-seven HSTs (36.6%) had been awarded higher degrees (29 Doctor of Medicine, 8 Doctor of Philosophy). Academic profiles of HSTs with higher degrees were stronger than those of HSTs without, specifically: median (range) publication numbers 16 (2–57) vs 2 (0–11, P<0.001), citations 93 (0–1600) vs 6 (0–132, P<0.001), first author publications 6 (0–33) vs 3 (0–106, P<0.001), communications to learnt societies 30 (5–79) vs 8 (2–35, P<0.001) and HI 6 (1–26) vs 1 (0–6, P<0.001).ConclusionProof of academic reach by higher degree was associated with important enhanced professional credentials, strengthening HIs sixfold. Trainers and trainees alike should be aware of the relative magnitude of such benefits when planning educational programmes.
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Trahar, Sheila. "Editorial." Learning and Teaching 8, no. 1 (March 1, 2015): 1–4. http://dx.doi.org/10.3167/latiss.2015.080101.
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Transnational higher education (TNHE) is a term used for a range of international activities but most commonly it describes programmes where students are located in a different country from the degree-awarding institution. Partnership models include distance learning, dual degrees, franchising and ‘flying faculty’, where academics from the degree-awarding institution fly to another country to teach a programme there. TNHE partnerships are established between institutions for several reasons, not least because of the increase in marketisation of higher education together with the reduction in public funding in many contexts. Interrogating how ‘commercial imperatives nest with academic integrity’ (Sidhu and Christie 2014: 2) is important as many TNHE partnerships are established between ‘Northern’ universities, in particular from Anglo-Celtic countries such as Australia, the U.K. and the U.S.A., and those from the ‘South’ or the ‘East’. Care needs to be taken, therefore, in exercising academic integrity in learning, teaching and assessment in contexts with different academic traditions from those of the degree-awarding institution.
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Bernardi, John. "The Politics of Expertise with Thomas J. Whitley." Bulletin for the Study of Religion 49, no. 1-2 (November 9, 2020): 8–11. http://dx.doi.org/10.1558/bsor.17728.
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What are the professional limits of a graduate degree in religious studies? According to Thomas J. Whitley, these limits solely depend on one’s ability to interpret their skills outside the realm of academia. Having received four postsecondary degrees in religious studies, Whitley, rather than pursuing work in the precarious academic job market, took his skills into the world of politics, ultimately becoming Chief of Staff for the city of Tallahassee, Florida. In this interview with the Bulletin, Whitley shares his journey into marketing his degree, stressing the importance for humanities students to be able to articulate their skills beyond the scope of academia.
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Oyama, Yumiko, and Rumi Maeda. "Cross-sectional online survey of nursing graduates’ academic difficulties and related factors." Journal of Nursing Education and Practice 7, no. 9 (April 12, 2017): 61. http://dx.doi.org/10.5430/jnep.v7n9p61.
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Objective: The aim was to explore the ratio of and differences in academic difficulties experienced by nursing graduates with associate or diploma degrees and baccalaureate degrees and the factors related to these difficulties.Methods: A quantitative cross-sectional online survey was conducted with graduate students in the master’s program in nursing from 144 graduate schools throughout Japan. Data were collected from November 2014 to December 2014. Of 1,366 potential respondents, 304 completed the survey (22.3%) and the data of 268 respondents who met the criterion were included in analysis. Experience of academic difficulties was regressed onto characteristics of respondents, such as nursing degree, Self-Directed Learning Readiness (SDLR) score, and having experience in academic activities.Results: Of the respondents, 227 (84.7%) reported they have always or frequently experienced academic difficulties. However, there was no difference in the extent of academic difficulties experienced by respondents with the different nursing degrees. Not having experience in academic activities (odds ratio [OR] = 2.05; 95% confidence interval [CI], 1.02-4.25) and reporting SDLR score less than 150 points (OR = 2.40; 95% CI, 1.18-4.83) were significantly associated with academic difficulties in the graduate school.Conclusions: Most respondents experienced academic difficulties. To promote effective education in the graduate school, pre-educational programs conducted by universities where students can gain experience in academic activities may be effective in reducing academic difficulties experienced by them. Simultaneously, examining how to inculcate an autonomous learning attitude is necessary for both nursing graduate students and graduate schools.
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Chebl, Charla, and Maroun El Rayess. "Perceptions of online degrees in library science across the Arab world." Information and Learning Science 118, no. 5/6 (May 8, 2017): 317–30. http://dx.doi.org/10.1108/ils-06-2017-0049.
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Purpose This research paper aims to present a specific outline of the library decision makers’ perceptions and the hiring patterns and acceptability of online library science degree holders in academic libraries across the Arab world. It also investigates whether such degrees compare favorably with traditional degrees or not. Design/methodology/approach This study data were collected using an online questionnaire, which was sent out to 74 library managers in academic libraries across the Arab world. The libraries were selected from the QS stars Worldwide University Ranking for the Arab Region 2015, which ranks the Arab world’s top 100 universities. Findings The findings reveal no significant relationship between the hiring decision of library managers and the degree type, whether earned through traditional education or online. The analysis notes different factors influencing the hiring practices and acceptability of online library science degree holders, the most influential factors being candidate skills, accreditation of programs and candidate experiences. Originality/value To date, no study has investigated whether employers in academic libraries across the Arab world perceive online library science graduate degrees “less than” or “equal to” those obtained through traditional education. This study will contribute to the literature on the acceptance of online degrees in general and in the library science field in particular. The study is a significant contribution to knowledge for students, job seekers and employers alike.
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McInnes, Richard, Claire Aitchison, and Brigitte Sloot. "Building online degrees quickly: Academic experiences and institutional benefits." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 12–29. http://dx.doi.org/10.53761/1.17.5.2.
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Universities everywhere are rushing to upgrade their digital learning capabilities — and, more so now, in response to COVID-19. Long term, large-scale development of online courses requires investment in digital infrastructures and collaborative curriculum design involving educational, technical, and subjectmatter experts. However, compared to the resources invested in course development, there is relatively little investment in researching such development processes. Drawing on findings from a study of a strategic initiative to rapidly develop 12 fully online undergraduate degree programs in one Australian university, this paper reports on a study that aimed to capture the experiences of academic course writers. Findings show broad satisfaction with the production processes, courses created, and knowledge acquired - although also demonstrating key differences between senior, junior and casualised staff. This empirical case study contributes to knowledge about capacity building arising from large-scale, in-house development of fully online degree programs.
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Purich, Kieran, Kevin Verhoeff, Alexander Miles, Janice Y. Kung, A. M. James Shapiro, and David Bigam. "Association between academic degrees and research productivity: an assessment of Canadian academic general surgeons." Canadian Journal of Surgery 65, no. 3 (May 25, 2022): E372—E380. http://dx.doi.org/10.1503/cjs.010121.
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López-Díaz, María Teresa, and Marta Peña. "Improving Calculus Curriculum in Engineering Degrees: Implementation of Technological Applications." Mathematics 10, no. 3 (January 23, 2022): 341. http://dx.doi.org/10.3390/math10030341.
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The teaching of mathematics has always concerned all the professionals involved in engineering degrees. Curently students have less interest in these studies, what has caused an increase of this concern. The lack of awareness of students about the significance of mathematics in their careers, provoke the decrease of undergraduate students’ motivation, which derives in a low interest in engineering degrees. The aim of this work is that engineering students achieve a greater motivation and involvement in first academic courses, through the implementation of real and technological applications related to their degrees in the learning of mathematical concepts. To this end, the 2019/2020 and 2020/2021 academics years, the seminar “Applications of Multivariable Calculus in Engineering” has been held in Universitat Politècnica de Catalunya-BarcelonaTech (UPC), based on the teaching of Multivariable Calculus by the execution of real problems where calculus concepts are necessary to solve them. With the aim of analyzing students’ motivation and assessment of the seminar, anonymous surveys and personal interviews have been conducted. The number of attending students to the sessions in each academic year has been 16 and all of them have been participants in the surveys and interviews. The results show that students’ responses were generally positive and they agree that their motivation to the subject Multivariable Calculus has increased with the use of real applications of mathematics. The execution of practical problems with engineering applications improves the acquirement of mathematical concepts, what could imply an increase of students’ performance and a decrease of the dropout in the first academic courses of engineering degrees.
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Williams, Robert B. "Contributions to the History of Psychology: XCIII. Tracing Academic Genealogy." Psychological Reports 72, no. 1 (February 1993): 85–86. http://dx.doi.org/10.2466/pr0.1993.72.1.85.
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This article describes the process of tabulating a list of mentees and their official doctoral degree or dissertation mentors, their degrees, dates granted, and the universities where they trained. An example of the results of the process is provided with comments about the problems encountered.
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Bogdan, V. V., and M. N. Urda. "Consequences of Academic Degrees Deprivation for the Faculty Members of Educational and Research Organizations in the Context of Labor Legislation." Lex Russica 77, no. 1 (January 31, 2024): 22–31. http://dx.doi.org/10.17803/1729-5920.2024.206.1.022-031.
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The deprivation of academic degrees of employees of educational and scientific organizations has negative consequences for the employer. In addition to the fact that the employer suffers reputational losses, the employer is obliged to make a decision concerning the possibility of continuing an employment relationship with such an employee, since the academic degree confirms the qualification level, and concerning recovery of unreasonably received remuneration, since the academic degree entitles the employees to receive additional payments and participate in grants. The lack of a direct mechanism for resolving this issue violates the balance of interests between the employee and the employer. The purpose of the paper is to identify the negative consequences of deprivation of an academic degree in the context of labor legislation for employees of educational and scientific organizations, including risk assessment for the employer.The research methodology was based on general scientific methods of analysis and synthesis, which made it possible to draw reasonable conclusions about the need to develop a special mechanism for establishing legitimate certainty of labor relations when an employee is deprived of an academic degree. The study used a formal legal method (when referring to the texts of normative legal acts and court decisions).The doctrine of labor law lacks thorough consideration of the issue due to its relative novelty because of the large number of deprivations of academic degrees that have taken place recently. The author determines two problems related to the consequences of deprivation of an academic degree: termination of an employment contract on the employer’s initiative and recovery of unjust enrichment. The paper justifies the necessity of granting the employer the right to terminate employment contracts with such persons. For the first time, the paper shows the dependence of the consequences of deprivation of an academic degree in the form of the possibility of termination of an employment contract at the employer’s initiative on the office taken by the person deprived of the academic degree, as a result of which the need to change approaches to the balance of rights between the parties to an employment contract is elucidated. The results of the study can be used in the work of educational and scientific organizations whose employees are deprived of academic degrees, in order to avoid procedural errors and violations of workers’ rights, or in judicial practice.
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Hime, Alexa. "Master's degrees in science." Biochemist 35, no. 1 (February 1, 2013): 33–34. http://dx.doi.org/10.1042/bio03501033.
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A Master's degree in science is a postgraduate taught qualification offered by many universities, which allows you to specialize in a certain aspect of your Bachelor's degree course, or a related scientific subject. Usually the course consists of several taught modules and a research project. The organization of a Master's course is similar to that of a Bachelor's academic course, except that it generally lasts 1 year, depending on the course, institution, nature of the research project and whether it is being studied full or part-time.
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Majilla, Tanmoy, and Matthias Rieger. "Gray University Degrees: Experimental Evidence from India." Education Finance and Policy 15, no. 2 (March 2020): 292–309. http://dx.doi.org/10.1162/edfp_a_00268.
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Scams involving university degrees are flourishing in many emerging markets. Using a resume experiment in India, this paper studies the impact of gray degrees, or potentially bought academic credentials from questionable universities, on callback rates to job applications. The experiment varied the type of degree (no, gray, and authentic) in online applications to entry-level jobs that require no university qualification. We find that gray degrees increase callback rates by 42 percent or 8 percentage points relative to having no degree. However, we also document that gray degrees fare on average worse than authentic degrees. These empirical patterns are consistent with a model where employers have beliefs about the authenticity of degrees and are discounting gray-degree universities probabilistically. We discuss our findings with respect to the Indian context.
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Egorov, Sergey. "The problem of the integrity of the new Russian system of scientific attestation (by the example of the requirements for a dissertation)." Современное образование, no. 1 (January 2022): 9–21. http://dx.doi.org/10.25136/2409-8736.2022.1.37622.
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The article is devoted to the issue of the integrity of the scientific certification system in modern Russia. After the elimination of the monopoly of the Higher Attestation Commission (HAC), the procedures for awarding academic degrees began to be regulated by a variety of different regulatory and legal acts. The growing variety of rules and regulations raises doubts about whether the system is still capable of ensuring equal rights and opportunities for all applicants for academic degrees. Using the example of the requirements for a dissertation for a degree, the article shows the similarities and differences that exist in different parts of this system. In the course of the study, three subsystems were identified within the system that have relatively similar requirements. The first subsystem is classical and special dissertation councils, directly controlled by the Higher Attestation Commission. The second system is formed by leading scientific and educational organizations that independently award academic degrees. The third subsystem includes spiritual educational organizations that are granted the right to award theological degrees recognized as equivalent to other academic degrees at the level of federal state educational standards. В В В В To consider each of these systems, the relevant requirements of federal legislation, local regulations of educational and scientific organizations that independently award academic degrees, as well as internal regulations of spiritual educational organizations were studied. A comparative analysis of normative and legal acts made it possible to trace how the integrity of the entire system of Russian scientific certification is ensured in the context of the diversity of its forms. In general, this system still remains comparable in terms of requirements for dissertations, but the rights and opportunities of applicants arising after their defense differ markedly depending on the place of defense.
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Clothier, Richard. "ECVAM's Collaboration with Academia." Alternatives to Laboratory Animals 30, no. 2_suppl (December 2002): 175–83. http://dx.doi.org/10.1177/026119290203002s27.
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The encouragement of ECVAM's connections with academia through direct collaboration and co-sponsored studentships has resulted in the successful achievement of higher degree qualifications for the young participants, and the development and promotion of alternative methods. So far, 26 students have been registered for higher degrees, 13 of which have been awarded so far, and 16 university departments in nine European countries have been directly involved. When other collaborations are included, the number of ECVAM's interactions with academic institutions rises to 33 departments in eleven countries, including the USA. In addition, through contracts awarded to academic institutions and other forms of collaboration, the prevalidation and validation of alternative methods have been progressed.
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Fontenelle, Leonardo Ferreira, Stephani Vogt Rossi, Miguel Henrique Moraes de Oliveira, Diego José Brandão, and Thiago Dias Sarti. "Postgraduate education among family and community physicians in Brazil: the Trajetórias MFC project." Family Medicine and Community Health 8, no. 3 (September 2020): e000321. http://dx.doi.org/10.1136/fmch-2020-000321.
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ObjectiveOur objective was to describe the postgraduate education trajectories of family and community physicians in Brazil, where neither primary healthcare nor family and community medicine is recognised as a knowledge area for the purpose of research and postgraduate education (master’s and PhD degrees).DesignAn observational, exploratory study, using administrative data. A nationwide list of family and community physicians as of late November 2018 was compiled from multiple sources. Data on the mode of specialisation was obtained from the same sources and were correlated with data on master’s and PhD degrees, obtained from the curricula vitae on the Lattes Platform.SettingThis study was set in Brazil.Participants6238 family and community physicians (58.3% female), of whom 2795 had earned a specialist certificate (identified from the list of physicians certified by Sociedade Brasileira de Medicina de Família e Comunidade) and 3957 had completed medical residency (identified from SisCNRM, the national information system for medical residency).ResultsA master’s degree was held by 747 (12.0%) family and community physicians, and a PhD by 170 (2.7%); most degrees were in collective health (47.0% and 42%, respectively). Men were more likely than women to hold a master’s degree (adjusted odds ratio (aOR) 1.24, 95% uncertainty interval (UI) 1.07–1.45) and even more likely to a hold PhD (aOR 1.86, 95% UI 1.35–2.59). Family and community physicians were also less likely to hold a PhD degree if their master’s degree was professional (oriented towards jobs outside academia) instead of academic (aOR 0.15, 95% UI 0.05–0.39) or in some area other than collective health or medicine (aOR 0.41, 95% UI 0.21–0.78, compared with a master’s degree in collective health). The postgraduate degree was more likely to precede specialisation for family and community physicians specialising through certification (master’s degree 39.9%, PhD 33%) than through medical residency (master’s degree 9.1%, PhD 6%).ConclusionFamily and community physicians in Brazil increasingly earn academic and professional master’s and PhD degrees, with an emphasis on collective health, even though women seemingly face barriers to advance their education. The consequences of different postgraduate trajectories should be critically examined.
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Mondéjar-Jiménez, Juan-Antonio, María Cordente-Rodríguez, María-Leticia Meseguer-Santamaría, Manuel Vargas-Vargas, and José Mondéjar-Jiménez. "Coordination Of Teachers In New Undergraduate Degrees Adapted To European Higher Education Area." American Journal of Business Education (AJBE) 3, no. 13 (December 1, 2010): 21–26. http://dx.doi.org/10.19030/ajbe.v3i13.973.
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The introduction of new undergraduate degrees adapted to the European Higher Education Area (EHEA) requires a coordinated effort by teachers, because the different subjects are based on a new methodology of teaching and learning. The Social Sciences School of Cuenca offers degrees in Business Administration, Law and Labor Sciences. The progressive adaptation of the undergraduate degrees at the University of Castilla-La Mancha has culminated with the introduction, in the academic year 2009-2010, of the Business Administration Degree and, beginning in academic year 2010-2011, of the Degrees in Law and in Industrial Relations and Human Resource Development, once they have all been verified by the National Agency for Quality Assessment and Accreditation (ANECA). This paper addresses opportunities for coordination among teachers that occur in the implementation of new degree of Law and Business Administration, through the joint work of teachers in different aspects of competency-based education. After the first course of the new degrees, it must articulate all coordination tools that allow teachers to conduct their work effectively and efficiently, with the aim of providing the best possible service to students. The synergies arising from this deployment will allow better planning tools in the implementation of the following degrees.
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Bennion, Alice, and William Locke. "The Early Career Paths and Employment Conditions of the Academic Profession in 17 Countries." European Review 18, S1 (May 2010): S7—S33. http://dx.doi.org/10.1017/s1062798709990299.
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The expansion of higher education systems, new demands on institutions and growing pressures on resources have become common trends across most developed countries. They bring increased expectations of academic staff and appear to lead to greater differentiation in their work roles and activities. At the same time, the backgrounds of some academics are changing and they are developing new specialisms and interdisciplinary collaborations, becoming more mobile domestically and internationally and, for some, the profession is becoming increasingly insecure. The Changing Academic Profession study has produced a rich set of data on the preparation of academics for their roles and the individual circumstances of their working lives, among other aspects of the profession. Respondents to the survey reported on the degrees they have attained, the countries in which they studied for them, the age at which they qualified and the nature of the doctoral training they received. This paper explores the early career paths of academics, makes initial comparisons between different higher education systems and begins to explore how some of these national systems interrelate with each other through academic mobility. Respondents also reported on the disciplines they studied and now teach, the number of institutions worked in and their contractual conditions and income. These data give an indication of the various degrees of flexibility and mobility required of – or chosen by – academics in the early and later stages of their careers and the stability, or perhaps rigidity, of different higher education systems and national career patterns. The data also supplement other evidence of the employment conditions and remuneration of scholars in an increasingly globalised academic labour market.1,2 The conditions of academic work are explored through analysis of the views of survey respondents on the facilities, resources and personnel needed to support it and the degree of research collaboration undertaken. Academics from the 17 countries in the study seem more content with the physical and technical resources provided by their institutions than the personnel and funds available to support teaching and research. Finally, it is suggested that the propensity for collaborative or individual research may be partially related to national differences in academics’ mobility during their training for the profession.
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Pakhomov, S. I., V. A. Gurtov, and Yu N. Berezhnaya. "Compliance of the Directions and Programs of Training in Postgraduate Studies: The Transition Period." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 11 (November 11, 2021): 9–28. http://dx.doi.org/10.31992/0869-3617-2021-30-11-9-28.
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The new classification of scientific majors for which academic degrees are awarded and the amendments to the Federal Law “On Education in the Russian Federation”, which came into force on September 1, 2021, have significantly changed the list of scientific majors and the status of postgraduate studies. There is a need to establish the correspondence between scientific and pedagogical personnel training directions in postgraduate studies and scientific majors of the Classification 2021, in which academic degrees are awarded. The article presents an analysis of the adapting document “Fields of training in the postgraduate studies of OKSO 2016 – Scientific majors/branches of science of the Classification 2021” and considers measures on the way to reorganize the system of training and certification of academic degree holders.
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Serrata- Malfitano, Ana Paula, Gustavo Artur Monzeli, Giovanna Bardi, and Roseli Esquerdo-Lopes. "Scope of Occupational Therapy postgraduate degrees around the world." Revista de la Facultad de Medicina 66, no. 3 (July 1, 2018): 335–41. http://dx.doi.org/10.15446/revfacmed.v66n3.63395.
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Introduction: The production of knowledge in Occupational Therapy has been making progress worldwide.Objective: To understand how Occupational Therapy has developed as an academic discipline, particularly with respect to its areas of research at different universities.Methods: The Occupational Therapy postgraduate programs around the world (such as master’s degrees and doctoral programs), registered at World Federation of Occupational Therapists (WFOT) until 2015, were mapped and the websites of each program were visited to complete the information.Results: Data from 266 institutions that offered postgraduate programs were collected and analyzed. As of 2015, there were 348 programs in 11 countries; 225 professional master’s degrees, 69 academic master’s degrees, 30 post-professional doctorates in Occupational Therapy (PPOTD), and 24 academic doctorates (PhD). Such programs have existed since 1918 and had two major growth periods in 1940 and 1990.Conclusions: The number of postgraduate programs in occupational therapy is fairly limited. Only 16% of the countries that offer undergraduate courses also have master’s or doctoral programs. There are few postgraduate programs, especially at the doctoral level, which has limited the academic scope of this field.
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Peters, N. A., and Adam Theron-Lee Rensch. "The Political Economy of the Credential Industry." Journal of the Midwest Modern Language Association 56, no. 1 (March 2023): 103–12. http://dx.doi.org/10.1353/mml.2023.a928189.
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Abstract: This paper examines the political and economic role of student debt in higher education. As a result of so-called degree inflation, we argue, graduate degrees became increasingly necessary for academics to distinguish themselves in a competitive and precarious job market. This credential accumulation is a major contributor to the overall student debt balance, as graduate degrees are considerably more expensive and students may borrow the entire cost of the attendance as determined by the school. The increase of student borrowing, combined with a declining number of available academic positions, has created a highly educated but permanently indebted class of professionals. The political and economic implications of this situation are far-reaching, especially in the aftermath of the 2008 financial crisis and the COVID-19 pandemic.